Lesson 14 Lesson Plan

16 Pages·2011·1.95 MB·English

Lesson 14
orange roots

Materials Needed:
Orange Theory Quiz for each child (pg. 50, also pg. 185 for your reference)
pencils for each student

Orange Roots Theory Quiz & Recital Practice

It is up to you, a seasoned Let’s Play Music teacher, how to run Lesson 14. A loose outline is
provided. You need to give the Theory Quiz and let the children perform their recital pieces for
each other. Additionally, you may want to check your Orange Pass-off Chart to be sure that
everyone has been tested on the pass off songs to date and your records are current. You
may even have some students who are ready to pass off Bagatelle Bridges.

Once the Theory Quiz has been given and the students have performed their compositions for
each other, you may want to give the kids a heads up and a quick review on what they will be
assessed on in Lesson 15 (Scales and cadences in C major, F major, G major, and A minor;
inversions, sightreading a simple melody, clapping rhythms, and playing with proper technique.

If you have any time remaining, go over whatever you feel is important and will be the most
beneficial to your students. BINGO is a fun activity that the kids love and a great review of real
note names and other things the students have learned this year. Other things you might want
to go over are note names, rhythm review, triad games on the giant staff, playing ensembles
together – whatever! You may also choose to follow a more traditional lesson format,
incorporating activities and elements from past lessons. Whatever you do, make it fun!

Lesson Plan:
Pass off songs:

 As the children trickle in to class, pass off songs with whoever
needs to. Once everyone has arrived, jump right into singing
‘Let’s Play Music,’ bum one of the melodic patterns at the end,
let them identify, and sing and sign as a class.

Orange Roots Theory Quiz
 Give each child a theory quiz (copied from page 50 in the
appendix or printed from the DownLow) and a pencil.
 Read through and explain the instructions on each part of the
test as the children follow along. Hopefully this will save you
from questions during the quiz!
 The entire class should take no longer than 15 minutes or so to
complete the quiz, but some students will zoom right through it.
As each student finishes, continue checking pass off songs.
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Recital Practice
 Have an informal recital rehearsal in class, with each child
introducing their piece, performing it, and taking a bow.
 Have each child introduce their composition. If this introduction
is not yet memorized, encourage them to have it memorized
before the recital.
 Remind your class of proper “audience etiquette” – be attentive
(hold still and be quiet!) during each performance, and clap for
each performer when they stand up from the bench.
 Instruct your little performers to remember their bow or curtsy
following their piece.
 Dole out the compliments, applause, and high fives so they feel
confident and excited about their upcoming recital.

Teacher’s Choice
 Select any songs your students may need to review.

Let’s Say Good-bye
 Drop to floor, pat lap, sing and sign RE SOL DO.
 Return to keyboards to check books and give prizes.

Tips for a Successful Assessment
In Lesson 15 you will individually assess each class member. The following tips will prepare
you for a sm ooth assessment lesson:
 Read through Lesson 15 thoroughly right now to make sure you understand each

station and have all the materials necessary well in advance.
 Fill out all you can on each child‟s Progress Report ahead of time. You should be
able to fill out everything from the „Repertoire‟ section on, leaving only the skills to

assess during Lesson 15. This will really keep your stations going in a timely manner.
If a student has any songs that still need to be passed off, you will be able to quickly
see that and can have them pass it off while they are at the piano with you.

 There is also a place on the Progress Report for you to recommend a level for the

student to enter in with his private teacher. This, of course, is just a suggestion
based on your knowledge of the student‟s quickness to learn, practice habits and skill

level. In general, most students will be about a level 1B or 2A. Of course, this varies

between curricula, so educate yourself as to what is out there.
 Assessment Day is a BIG day, but good preparation makes it fun & successful!
Remember the details (are you making a treat for your students? Will you have a

pizza party on the last day of class?) and setup early to avoid last minute crises and
unnecessary stress! GOOD LUCK!

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name: _______________________
Orange Roots Theory Quiz

Match each key to its key signature:

C Major

F Major

G Major

Name each note:

Fill in the root of each chord:

Match each rhythm note to its name and its number of counts:

Half note 1

Whole note 1

Quarter note 2

Dotted half note 3

Quarter rest 4
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Lesson 15
orange roots
Semester Assessment

This is the lesson where you will take the opportunity to individually assess each class
member. For the semester assessment you will have up to seven stations set up (you will not
need to set up the keyboards as you usually do). Each child will rotate through the stations
with their parent. Begin class with a brief explanation of each station. Each time you finish
assessing a student, have the class rotate to the next station. You will need to take 5-7
minutes with each student, so plan according to the number of students you have in your
class. If you have a large class, you will not have time to do anything else but these stations. If
you have fewer students, you may have time to begin class with ‘Do is Home’ and the ‘Let’s
Play Music’ song, then finish with a puppet show and a game.

Following are seven assessment day stations; if your class size does not require seven
stations, you can determine which activities would be most useful for your students.
Remember that you can have the students double up on stations as needed. This lesson is
often the students’ favorite, so prepare for a fun day then enjoy!

Assessment Day Stations
1 2 3
● assessment ● puppet show ● coloring station

Skipping Snakes worksheet:
With teacher at piano, do Perform each show.
fill in the notes to complete
assessment. Return any (Monsters / The Circus)
the skipping snake.
graded homework, check
Find the Root worksheet: fill in
book, and give treat.
the roots, then see if you
recognize the tune they make!
4 5 6
● speed read ● inversions ● got rhythm?

Using the ¾ and 4/4 measure
Identify musical signs/notes Using counters on the quiet
length cards, lay out a rhythm
from magnet board keyboards, go through the
to fill the measure, choose a
(everything they’ve learned to inversions of the C, F, and G
rhythm instrument, perfo rm
this point) . Then take the triads (starting in position
the rhythm, and repeat.
timed note reading test. shown on Primary Chords
Poster).
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● practice playing & parent evaluations

On a keyboard with earphones, practice independently and warm up for Station #1.
Parent fills out Parent Evaluation and places in folder when complete.
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Materials Needed:
1 2 3
● assessment ● puppet show ● coloring station

A. Progress Reports for each A. Monsters puppet show A. Markers and/or crayons
student, clipboard & pencil. B. The Circus puppet show B. Pencils
B. Graded homework C. CD Player C. Copy of ‘Orange
C. Treat D. Headphones Assessment Worksheets’ for
E. Puppet show CD each student (available on
DownLow)

4 5 6
● speed read ● inversions ● got rhythm?

A. Magnet board A. Blue box (rhythm
A. Quiet keyboard
B. Timer instruments)
B. Colored counters
C. Staff magnets – treble & B. Bug rhythm cards
C. Primary Chords Poster
bass clef, accidentals, repeat C. Measure length cards – ¾
(display to show what
sign, rests, quarter, half, and 4/4
position they will start on for
dotted half and whole note,
each chord)
¾ and 4/4, etc.
D. Timed note naming test for
each student
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● practice playing & parent evaluations

A. Keyboard
B. Stool
C. Headphones
D. Parent Evaluations and folder to place in once finished
E. Clipboard & pencil

To Do:

1. Choose which stations you will use in your lesson. Gather the materials needed for
each station from the list above and set up in stations.
2. Select the station instruction posters you will need from pages 29-41 in this manual.
Some of the station posters are double sided, so make sure you’re using the correct
side. The station posters are to be used each year, so you may want to either laminate
or put them in sheet protectors and hang them by each station on Assessment Day.
3. Get copies of the following for each child. These forms are available on the DownLow. If
page numbers are listed, they are also in this book.
 station worksheets
 Progress Reports (pg. 28)
4. Make copies of the Year End Evaluation (pg. 46) for each parent to fill out.
5. Before your lesson, prepare each child’s progress report as completely as you can (you
should be able to complete everything from the ‘Repertoire’ section down). Anything
you can do ahead of time will make your assessment easier!
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Skills

Play C major scale:
Play C major cadence:
RH LH HT RH LH HT

Play F major scale:
Play F major cadence:
RH LH HT
RH LH HT

Plays G major cadence: Play G major scale:
RH LH HT RH LH HT

Plays A minor cadence: Play A minor scale:
RH LH HT RH LH HT
Clap and count an 8-count rhythm:
Play inversions
red blue yellow

Sight-read a simple melody:

Plays with proper technique (straight posture, curved fingers, straight wrists)
Repertoire
(these pieces were passed off throughout the semester)
HT = hands together S,L = staccato, legato T = needs to work on timing
HS = hands separate FF = flat fingers SS = very slow

Cockles and Mussels From the New World

Russian Sailor Dance Bagatelle Bridges

Teachers Comments:

*Be sure you have your Connections Student Book to take to your new piano teacher!

Behavior Practices Regularly /70 Theory Assignments /14 Attendance

Arrives to Class on Time Name:
*Late students miss crucial ear training exercises

Concepts: see attached Theory Quiz
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